European International Journal of Multidisciplinary Research
and Management Studies
56
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TYPE
Original Research
PAGE NO.
56-59
DOI
OPEN ACCESS
SUBMITED
25 October 2024
ACCEPTED
19 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Impact of
Professional-Pedagogical
Deformation on Teaching
Activities
Saidova Parvina Mirzo kizi
Denau Institute of Entrepreneurship and Pedagogy, Sharof Rashidov
Street 360, Denov 190507 Uzbekistan
Orchid: -https://orcid.org/0009-0008-7109-4426
Abstract:
This article describes the impact of
professional and pedagogical deformation on teacher
activity. Information is provided on the fact that
professional and pedagogical deformation leads to a
decrease in pedagogical efficiency, its impact on the
mental and physical health of teachers, and is especially
dangerous for young teachers. Information on methods
for
identifying
professional
and
pedagogical
deformation and several recommendations are also
provided.
Keywords:
Professional-pedagogical
deformation
(PPD), qualitative research, quantitative research,
longitudinal method, monotony, burnout, professional
motivation, personal and professional status.
Introduction:
Professional
and
pedagogical
deformation (PPD) is a set of negative mental and
emotional changes that occur as a result of a teacher's
long-term pedagogical activity. This phenomenon
negatively affects not only the teacher's professional
activity, but also his personal life. Professional and
pedagogical deformation is mainly associated with
emotional exhaustion, depersonalization and feelings of
inferiority, which reduce teachers' motivation to work
and reduce the effectiveness of their pedagogical
activities.
Professional and pedagogical deformation (burnout) is a
state of fatigue in the physical and mental state of a
teacher, a decrease in satisfaction, and a decrease in
enthusiasm for their work. Teachers may experience
constant stress in their professional activities, which
affects their pedagogical effectiveness, attitude towards
students, and overall working capacity. Professional and
pedagogical deformation reduces not only the personal
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European International Journal of Multidisciplinary Research and Management Studies
state of teachers, but also the effectiveness of the
education system. In the higher education system, the
professional status of teachers directly affects the
quality of education, therefore, it is necessary to study
the effects of professional and pedagogical
deformation. This article analyzes how professional
and pedagogical deformation affects the activities of
teachers, its symptoms and preventive measures.
The impact of professional and pedagogical
deformation on teaching is an urgent and serious
problem, the impact of which negatively affects not only
the teacher himself, but also the overall effectiveness of
the education system. Professional and pedagogical
deformation (burnout) of teachers poses a serious
threat to the quality of education and can worsen the
process of educating students. The relevance of this
problem can be justified by several more factors (Figure
1):
Figure 1. Factors influencing professional and pedagogical deformation (PPD)
on teaching activities.
The factors that indicate professional and pedagogical
deformation as an urgent problem in teaching
activities affect not only the health and motivation of
teachers, but also the effectiveness of the education
system. It is necessary to take effective measures to
reduce the level of burnout of teachers, support their
professional activities and manage stress. This, in turn,
creates opportunities for improving the quality of
education and providing students with a high level of
knowledge. Measures to prevent professional and
pedagogical deformation, motivate teachers and
support their professional development can ensure the
stability of the education system.
METHODOLOGY
The concept of professional pedagogical deformation
(PPD) has its scientific foundations in the late 19th and
early 20th centuries. For the first time, psychological
approaches to pedagogical activity appeared at that
time, especially as a result of the formation of the fields
of pedagogy and psychology as separate disciplines. By
the end of the 19th century, the scientific foundations
of psychology and pedagogy were strengthened, and
for the first time, the study of pedagogical activity from
a psychological perspective began. At that time,
questions such as the psychological state of teachers
conducting the pedagogical process, their attitude to
work, fatigue and the impact of their changes on the
educational process arose. During this period, interest
in studying the long-term psychological impact of
pedagogical activity did not grow. In addition, from the
middle of the 19th century, even higher demands were
placed on teachers. The strengthening of the education
system, the increase in the number of schools and the
number of teachers complicated the pedagogical
profession.
These
changes
could
affect
the
psychological state of teachers and lead to their
professional deformation, but at that time there was
little scientific approach to such a phenomenon. At the
beginning of the 20th century, the psychological study
of pedagogical activity developed further. The
psychological state of teachers, their emotional and
mental states, professional fatigue, as well as the impact
of teachers on students, began to be widely studied in
scientific research.
One of the scientists who created the first scientific
foundations of the first scientific concepts of
professional deformation in the 1930s-1950s was the
German
psychologist
and
pedagogue
Georg
Kershenstein, who tried to study the psychological state
of teachers and their impact on their pedagogical
activity. He used it in his work "Professional
deformation and its prevention". This work gained great
attention in German pedagogy in the middle of the 20th
century, and Kershenstein analyzed the psychological
and pedagogical aspects of professional deformation.
Kershenstein analyzed the psychological changes that
occur in the professional activity of teachers and their
1. Decrease in pedagogical efficiency
2. Decline in the quality of education
4. Impact on social
connections and teamwork
5. Especially dangerous for
young teachers
3. Impact on teachers'
mental and physical health
6. Impact on students'
motivation to study
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European International Journal of Multidisciplinary Research and Management Studies
negative effects. He identified factors that contribute
to the development of professional deformation of
teachers, such as long-term workload, stress and
depression. At the same time, he proposed various
psychological and pedagogical approaches to prevent
professional deformation of teachers. Kershenstein's
work is used as an important source in understanding
and combating professional deformation, which
negatively affects pedagogical activity.
By the 1960s, scientific views on professional
pedagogical deformation had expanded further, and
many studies were conducted aimed at studying
professional stress and fatigue. Psychologists and
sociologists such as Frederic Herzberg and Wilfred Bion
studied various forms of professional deformation.
They found that professional deformation is associated
with a number of factors, including stress,
multitasking, teacher aimlessness, and social isolation.
In fact, more scientific work on the concept of
professional pedagogical deformation was carried out
by psychologists such as Maslach and Jackson. Maslach
and Jackson identified the phenomenon of "burnout"
(professional fatigue) in the 1980s and conducted in-
depth analyses of how it occurs in teachers and other
professions. Their work explores the negative
psychological and emotional consequences of
occupational strain among teachers and other
professionals. It also provides more evidence for the
research on occupational fatigue and stress that
experts like Freudenberger and their discoveries have
uncovered.
1. Psychological and pedagogical analysis (Qualitative
Research). Qualitative research is a scientific research
method aimed at in-depth analysis of social, cultural or
psychological phenomena. Its main goal is to
understand the content, context and experiential
aspects of events or processes. In such studies,
qualitative data (interviews, observations, texts,
videos, images, etc.) are collected, rather than
quantitative data.
2.
Questionnaires
and
Surveys
(Quantitative
Research). Quantitative research is a research method
used to measure, analyze and draw conclusions about
phenomena in social, natural or other areas using
statistical methods.
In
quantitative
research,
numerical
data
(e.g.
numbers,
percentages,
measurements, statistics, etc.) are collected and
relationships, patterns or trends between phenomena
or processes are identified through this data. For
example, the use of methods such as the Maslach
Burnout Inventory (MBI) or the Depression, Anxiety,
and Stress Scales (DASS) is effective in measuring the
level of professional burnout in teachers. These tests
provide information about the main symptoms of
burnout in teachers, such as emotional exhaustion,
apathy towards work, and decreased professional
efficiency.
3. Experimental-Pedagogical Research (Experimental
Method) - An experimental method can be used to
study the prevention of professional and pedagogical
deformation. To reduce professional burnout, special
psychological and pedagogical trainings (stress
management, time management, development of
emotional intelligence) can be conducted for teachers
and their effectiveness can be measured. This method
can be used to conduct stress management trainings,
activities aimed at improving teachers' health, and
experiments to improve pedagogical skills.
4. Longitudinal Research (Long-Term Research)
Longitudinal research can be used to analyze how
teachers' professional and pedagogical deformation
changes over time. This method allows you to observe
teachers over several time periods (for example, a year)
and measure how their mental state changes. This
method is useful for determining the development of
professional burnout, understanding the factors
affecting it, and the causes of professional deformation
that occurs in teachers over time.
5. Case-Study (Case Analysis) - Using the case analysis
method for teachers' professional and pedagogical
deformation is effective in identifying factors affecting
the teaching activities of an individual teacher and
professional burnout. This method analyzes the life
experiences and professional activities of teachers, and
based on these cases, it is possible to identify problems
that lead to the development of professional
deformation.
6. Statistical Analysis (Quantitative Analysis) Using
statistical analysis, collected data on teachers'
professional and pedagogical deformation are studied
and their causes and consequences are analyzed using
statistics. Statistical methods can be used to determine
the level of professional burnout and explain the factors
affecting it. Correlation, regression analysis and other
statistical tests can be used for this.
7. Pedagogical Techniques and Stress Management
Trainings Stress management training and emotional
intelligence development courses can be effective in
preventing professional burnout in teachers. Trainings
and courses help teachers manage their emotions,
reduce work-related stress, and maintain professional
motivation. These methods serve as preventive
measures against professional and pedagogical
deformation and support teachers' mental health.
8. Psychological Support and Consultation Organizing
permanent psychological support and consultation
services for teachers is an effective method in
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European International Journal of Multidisciplinary Research and Management Studies
preventing professional and pedagogical deformation.
Psychological
counseling,
stress
management,
emotional support, and activities aimed at improving
the mental health of teachers allow effective measures
to be taken against deformations that occur in the
professional activities of teachers.
9. Planning and Strategic Development Program -
Development of a strategic development program to
improve the professional health of teachers and
combat their burnout. This program can identify
methods for teachers to manage stress, increase
motivation for work, ensure professional growth, and
maintain mental health. The program includes training,
courses, psychological support, and methods used in
planning activities.
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Georg Kershenstein. "Berufliche Deformation und ihre
Verhütung". "Hogrefe Verlag" press. 1937, 143 page
Frederic Herzberg. "The Motivation to Work". John
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Wilfred Bion. "Experiences in Groups" "Tavistock
Publications" press 1961, 230 page
Christina Maslach va Susan E. Jackson. "The
Measurement of Experienced Burnout". "Journal of
Occupational Behaviour". 1978, 14 page
Herbert Freudenberger. "Burnout: The Cost of Caring"
Doublay, Doran & Company press Nyu-York, 1974 225
page
Christina Maslach. "The Truth About Burnout: How
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page
Michael P. Leiter. "Banishing Burnout: Six Strategies for
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Richard M. Emmerich. "Burnout: A Portrait of the
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